Dialogue-based CALL

Dialogue-based Computer-Assisted Language Learning (CALL)

Discussing with a computer to practice a foreign language: research synthesis and conceptual framework of dialogue-based CALL

This article presents the results of a systematic review of the literature on dialogue-based CALL. Applications allowing a learner to have a conversation in a foreign language with a computer have been studied under different traditions (*intelligent tutoring systems*, *dialogue systems*, *conversational agents*, *chatbots*...). We attempt to offer a structured overview of these efforts into a conceptual framework, including an **operational definition** of dialogue-based CALL and a **typology of systems** (4 types: narrative, form-focused, goal-oriented and reactive systems) and types of dialogue, with their corresponding interactional, instructional and technological traits. We summarize the main results from empirical studies on such systems, and discuss the impact of dialogue-based CALL on motivation and L2 development.

Dialogue-based CALL: a multilevel meta-analysis

Dialogue-based computer-assisted language learning systems allow a learner to practice meaningfully an L2 with an automated agent, whether through an oral (spoken dialogue systems) or written interface (chatbots) (Bibauw, François, & Desmet, 2015). While various dialogue-based CALL systems have been developed and tested with learners against different evaluation schemes, individual evaluations have provided limited information on their effectiveness on L2 development (Bibauw, François, & Desmet, 2019). In order to obtain a better comprehension of their effects on L2 proficiency development, we conducted a meta-analysis on all the experimental studies measuring an impact of such systems on language learning outcomes (39 publications).

Dialogue-based CALL: a multilevel meta-analysis

Dialogue-based CALL systems allow a learner to practice meaningfully an L2 with an automated agent, through an oral (spoken dialogue systems) or written interface (chatbots) (Bibauw, François, & Desmet, 2015). In order to obtain a better …

Insights from a multilevel meta-analysis on the effectiveness of dialogue-based CALL

Abstract of the research methods and results Dialogue-based computer-assisted language learning (CALL) systems allow a learner to practice meaningfully a foreign language (L2) with an automated agent, whether through an oral (spoken dialogue systems) or written interface (chatbots) (Bibauw, François, & Desmet, 2015). While various dialogue-based CALL systems have been developed and tested with learners against different evaluation schemes, individual evaluations have provided limited information on their effectiveness on L2 development (Bibauw, François, & Desmet, 2019).

Task-based dialogue systems for language learning

Doctoral research project at KU Leuven, funded by a SENESCYT scholarship (Ecuador)

The effectiveness of dialogue-based CALL on L2 proficiency development: a meta-analysis

Dialogue-based computer-assisted language learning (CALL) systems allow a learner to practice meaningfully a foreign language (L2) with an automated agent, whether orally or through text chat. With the aim of establishing the impact of such systems …

Instructional design and natural language processing in dialogue-based CALL

Dialogue-based computer-assisted language learning (CALL) encompasses applications that allow a learner to practice a foreign language by carrying a conversation with a computer through unconstrained input. Such systems, whether speech or text-based, …

Dialogue-based CALL: an overview of existing research

We propose a common definition for dialogue-based CALL and establish a first overview of the literature in the domain, from a systematic literature review of 138 papers. Results show a scattered research field, with 4 main disciplinary approaches, each preferring a certain keyword for referring to the domain.

Conversational agents for language learning: state of the art and avenues for research on task-based agents

Conversational agents are seen as a way to offer an anxiety-free L2 practice environment for learners, in the hope that it would produce similar proficiency improvements as those obtained in a chat with a human interlocutor. Various approaches have …